ArticleJournal of the Medical Library Association : JMLA2015
Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians.
Article in Journal of the Medical Library Association : JMLA, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 18 citations in OpenAlex.
- Exploring librarians' practices when teaching advanced searching for knowledge synthesis: results from an online survey.Journal of the Medical Library Association : JMLA · 2024Article
- Flipping it online: re-imagining teaching search skills for knowledge syntheses.The journal of the Canadian Health Libraries Association · 2021Article
- Roles for librarians in systematic reviews: a scoping review.Journal of the Medical Library Association : JMLA · 2018Article
- Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching.Journal of the Medical Library Association : JMLA · 2016Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
objectiveThe researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.
settingThe research took place at an academic health sciences library.
methodA team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot. MAIN
resultsBoth the pilot and subsequent course received positive reviews. Changes based on assessment data will inform future iterations.
conclusionThe flipped classroom model can be successful in developing and implementing a course that is well rated by students.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.